Program Information
Aim
In our global world, the company structure in almost every corner of the earth is becoming more and more globalized with each passing day. Companies are integrating more employees into their growing structures. Nevertheless, in today’s highly competitive business environment, companies recently started to become more conscious of the significance of investing in their employees. Within this context Human Resource Management has importance. Hence, The Human Resource Management program offers a curriculum which intends to educate creative and innovative managers equipped to fulfill these important tasks both effectively and efficiently.Qualification Awarded
Short Cycle (Associate's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YGS and LYS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YGS and LYS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 120 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İK1127880 | SOCIAL PSYCHOLOGY | Turkish | 3 | 3 | 4 | |
| İK1132960 | PRESENTATION TECHNIQUES and VISUAL DESIGN | Turkish | 2 | 2 | 4 | |
| İK1127980 | LABOR ECONOMICS and INDUSTRIAL RELATIONS | Turkish | 3 | 3 | 4 | |
| İK1177290 | HUMAN RESOURCES MANAGEMENT | Turkish | 3 | 3 | 5 | |
| İK1127630 | GENERAL BUSINESS | Turkish | 3 | 3 | 5 | |
| İK1126130 | COMMUNICATION SKILLS | Turkish | 2 | 2 | 4 | |
| İK1127510 | INTRODUCTION to LAW | Turkish | 2 | 2 | 4 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İK1232630 | MARKETING PRINCIPLES | Turkish | 2 | 2 | 4 | |
| İK1217128 | AA | Turkish | 2 | 2 | 2 | |
| İK1215285 | LABOR and SOCIAL SECURITY LEGISLATION | Turkish | 2 | 2 | 4 | |
| İK1216336 | HUMAN BEHAVIOR and LEARNING | Turkish | 2 | 2 | 5 | |
| İK1215651 | SOCIOLOGY | Turkish | 2 | 2 | 4 | |
| İK1232840 | MANAGEMENT and ORGANISATION | Turkish | 2 | 2 | 4 | |
| İK1277310 | INTRODUCTION to PROFESSIONAL LIFE | Turkish | 2 | 2 | 2 | |
| İK1242440 | ORGANIZATIONAL COMMUNICATION | Turkish | 2 | 2 | 5 | |
| İK1214317 | ORGANIZATIONAL BEHAVIOUR THEORIES | Turkish | 2 | 2 | 4 | |
Program Qualification
Theoretical, Factual
To have basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing current information in the field.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level. | 1 - To have basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing current information in the field. |
| SKILLS | |
| Cognitive, Practical | |
| 1- Uses basic theoretical and practical knowledge acquired in the field of human sciences at the same level of advanced education in the same field or at the same level. | 2 - Gain the skills to use basic level theoretical and practical knowledge acquired within the field in the same field of a higher education level or in a field of same level |
| 2- Interpreting and evaluating data, identifying problems, analysing them, and developing evidence-based solution suggestions by using basic knowledge and skills acquired in the field. | 3 - Interpret and evaluate data, define problems, do analysis, produce solutions based on proof with using basic level knowledge and practices gained within the field |
| 7- Using, analyzing and implementing the basic knowledge and skills acquired in the field of transportation in the field of community service. | 3 - Interpret and evaluate data, define problems, do analysis, produce solutions based on proof with using basic level knowledge and practices gained within the field |
| 4- Having the linguistic, artistic and cultural accumulation required by the basic level of qualified manpower required in the field of human sciences. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Conducting a basic level study on the field of humanities independently. | 4 - Conduct studies at basic level within the field independently |
| 2- Taking responsibility as a team member to solve unpredictable and complex problems encountered in applications related to the field of human sciences. | 5 - Take responsibility as a team member in order to solve unexpected complex problems faced in the implementations within the field |
| 3- Carrying out activities for the development of employees under its responsibility within the framework of a project carried out in social, cultural and artistic fields. | 6 - Conduct activities towards the development of subordinates within a project |
| Learning Competence | |
| 1- Evaluating the basic knowledge and skills acquired in the field with a critical approach, identifying and meeting learning needs. | 3 - Interpret and evaluate data, define problems, do analysis, produce solutions based on proof with using basic level knowledge and practices gained within the field |
| 2- Directing their education to an advanced education level in the same field or to a profession at the same level. | 8 - Direct the education received to a higher education level in the same field or to an occupation in the same level |
| 3- Creating lifelong learning awareness in the fields of culture, art and education. | 9 - Gain awareness of lifelong learning |
| Communication and Social Competence | |
| 1- Conveying its basic knowledge and skills in the field of humanities through the most appropriate communication tools in the fields of education, culture and art. | 11 - Share the ideas and solution proposals to problems about issues within the field with professionals and non-professionals 13 - Possess social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field 14 - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security |
| 2- Discussing their thoughts on humanities and solutions to problems in the fields of education, culture and art with experts and non-experts. | 13 - Possess social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field |
| 3-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2. | 10 - Transfer the ideas based on the basic knowledge and skills acquired within the field through written and oral communication |
| 4- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field. | 12 - Use informatics and communication technologies with at least a minimum level of European Computer Driving License Basic Level software knowledge |
| Field-based Competence | |
| 1- Oserving scientific, cultural, artistic and ethical values during the collection, implementation and announcement of data related to the field of humanities. | 13 - Possess social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field 14 - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security |
| 2- Values the universality of social, cultural and artistic rights in the field of human sciences, has social justice awareness, has historical and cultural heritage, attaches importance to social and cultural values. | 14 - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security 13 - Possess social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field |
| 3-Conscious of protecting the environment. | 13 - Possess social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field 14 - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security |
| 4- Acting and participating in quality management and processes in social, cultural and artistic areas. | 13 - Possess social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field 14 - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security |
Employment Opportunities
They can work as intermediaries in the Human Resources Departments of Private and Public Organizations.Upgrading
After graduation from associate degree programs, there is an opportunity to study in undergraduate programs as a result of vertical transition examination (DGS).Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's success in midterm exams, assignments that replace midterm exams, applied studies, group studies and similar studies during the semester and the general exam together. Valid for all courses, a student who does not get at least 50 points from the general exam is deemed to have failed that course. To be successful in the course, it is necessary to have at least 60 points or a success coefficient of 2.27 at the end of the semester.Head of Department/Program
Head Of Department
Öğr.Gör. Tayyar TEPEProgramme Director
Öğr.Gör. Burcu DABAKOĞLULearning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Multiple-Choice Exam | ||
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| BUSINESS ANALYSIS and EVALUATION | 0 | 4 | 4 | 4 | 4 | 4 | 0 | 5 | 4 | 0 | 0 | 0 | 0 | 0 |
| COMMUNICATION SKILLS | 0 | 0 | 0 | 0 | 5 | 2 | 2 | 0 | 5 | 5 | 4 | 0 | 3 | 1 |
| ENGLISH I | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 4 | 2 | 2 |
| ENGLISH II | 1 | 2 | 2 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 4 | 2 | 3 |
| ENTERPRENEURSHIP and INNOVATION MANAGEMENT | 1 | 0 | 2 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 1 |
| GENERAL BUSINESS | 4 | 0 | 4 | 3 | 3 | 0 | 3 | 4 | 3 | 0 | 3 | 0 | 0 | 0 |
| HUMAN RESOURCES MANAGEMENT | 3 | 4 | 3 | 3 | 4 | 3 | 3 | 5 | 0 | 4 | 3 | 1 | 4 | 4 |
| INTRODUCTION to LAW | 3 | 3 | 0 | 0 | 1 | 0 | 3 | 0 | 0 | 2 | 2 | 0 | 0 | 3 |
| INTRODUCTION to PROFESSIONAL LIFE | 0 | 3 | 0 | 0 | 2 | 0 | 4 | 0 | 4 | 0 | 0 | 0 | 2 | 2 |
| LABOR and SOCIAL SECURITY LEGISLATION | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 |
| LABOR ECONOMICS and INDUSTRIAL RELATIONS | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 0 | 3 | 4 |
| MANAGEMENT and ORGANISATION | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| MARKETING PRINCIPLES | 0 | 2 | 3 | 3 | 4 | 3 | 0 | 0 | 2 | 4 | 4 | 0 | 2 | 0 |
| ORGANIZATIONAL COMMUNICATION | 2 | 3 | 5 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 3 | 2 | 4 | 4 |
| PERFORMANCE and PAY MANAGEMENT | 0 | 4 | 4 | 5 | 4 | 0 | 0 | 4 | 4 | 3 | 4 | 0 | 4 | 4 |
| PERSONNEL and PAYROLL PROCESSING APPLICATIONS | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 4 |
| PRESENTATION TECHNIQUES and VISUAL DESIGN | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 2 |
| RECRUITMENT and INTERVIEW TECHNIQUES | 2 | 3 | 3 | 3 | 4 | 2 | 2 | 4 | 2 | 4 | 3 | 1 | 2 | 2 |
| SOCIAL PSYCHOLOGY | 1 | 2 | 4 | 1 | 1 | 2 | 3 | 4 | 4 | 3 | 1 | 1 | 1 | 4 |
| STRESS MANAGEMENT and WAYS to HANDLE STRESS | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 0 | 4 | 0 | 4 | 1 |
| TEAM SETUP and DEVELOPMENT | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 4 | 4 | 4 | 1 | 4 | 2 |
| TRAINING DEVELOPMENT and CAREER MANAGEMENT | 0 | 3 | 5 | 3 | 3 | 5 | 5 | 5 | 5 | 3 | 3 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 22/37 | 35 | 51 | 60 | 49 | 58 | 43 | 53 | 57 | 64 | 52 | 56 | 21 | 45 | 46 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |